Items

• Using Research to Inform Practice Through Research-Practice Partnerships: A Systematic Literature Review
  Sjölund, S., Lindvall, J., Larsson, M., & Ryve, A. (2022a). Using Research to Inform Practice Through Research-Practice Partnerships: A Systematic Literature Review. Review of Education, 10(1), e3337. https://doi.org/10.1002/rev3.3337
• Transforming Education for Holistic Student Development: Learning from Education System (re)building Around the World
  Datnow, A., Park, V., Peurach, D. J., & Spillane, J. P. (2022). Transforming Education for Holistic Student Development: Learning from Education System (re)building Around the World. Brookings. https://www.brookings.edu/research/transforming-education-for-holistic-student-development/
• Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement
  Rechsteiner, B., Compagnoni, M., Wullschleger, A., Schäfer, L. M., Rickenbacher, A., & Maag Merki, K. (2022). Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement. Teaching and Teacher Education, 116, 103774. https://doi.org/10.1016/j.tate.2022.103774
• School Teams’ Regulation Strategies for Dealing with School-External Expectations for School Improvement
  Wullschleger, A., Rickenbacher, A., Rechsteiner, B., Grob, U., & Maag Merki, K. (2022). School Teams’ Regulation Strategies for Dealing with School-External Expectations for School Improvement. Research in Education, 00345237221090540. https://doi.org/10.1177/00345237221090540
• Preconditions of Teachers’ Collaborative Practice: New Insights Based on Time-Sampling Data
  Merki, K. M., Grob, U., Rechsteiner, B., Rickenbacher, A., & Wullschleger, A. (2022). Preconditions of Teachers’ Collaborative Practice: New Insights Based on Time-Sampling Data. Frontline Learning Research, 10(1), Article 1. https://doi.org/10.14786/flr.v10i1.911
• Partners in School Innovation
  Partners in School Innovation. (n.d.). Partners in School Innovation. Partners in School Innovation #ChangeAgents. Retrieved October 25, 2022, from https://www.partnersinschools.org
• Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review
  Sjölund, S., Lindvall, J., Larsson, M., & Ryve, A. (2022b). Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review. Educational Review, 0(0), 1–29. https://doi.org/10.1080/00131911.2021.2023103
• Improvement Science: Promoting Equity in Schools
  Peterson, D. S., & Carlile, S. P. (2021). Improvement Science: Promoting Equity in Schools. Myers Education Press.
• Improvement Science as a Tool for School Enhancement: Solutions for Better Educational Outcomes
  Peterson, D. S., & Carlile, S. P. (2022). Improvement Science as a Tool for School Enhancement: Solutions for Better Educational Outcomes. Myers Education Press.
• Disrupting Disruption: The Steady Work of Transforming Schools
  Kirp, D., Wechsler, M., Gardner, M., & Ali, T. T. (2022). Disrupting Disruption: The Steady Work of Transforming Schools. Oxford University Press.
• Dignity-Affirming Education: Cultivating the Somebodiness of Students and Educators
  Irby, D. J., Anderson, C., Payne, C. M., Ayers, W., & Quinn, T. (2022). Dignity-Affirming Education: Cultivating the Somebodiness of Students and Educators. Teachers College Press.
• Concept and Design Developments in School Improvement Research: Longitudinal, Multilevel and Mixed Methods and Their Relevance for Educational Accountability
  Oude Groote Beverborg, A., Feldhoff, T., Maag Merki, K., & Radisch, F. (Eds.). (2021). Concept and Design Developments in School Improvement Research: Longitudinal, Multilevel and Mixed Methods and Their Relevance for Educational Accountability. Springer International Publishing. https://doi.org/10.1007/978-3-030-69345-9
• Change Agents: Transforming Schools from the Ground Up
  Cohen, J. (2022). Change Agents: Transforming Schools from the Ground Up. Corwin Press.
• Adapting Routines in Schools When Facing Challenging Situations: Extending Previous Theories on Routines by Considering Theories on Self-Regulated and Collectively Regulated Learning
  Maag Merki, K., Wullschleger, A., & Rechsteiner, B. (2022). Adapting Routines in Schools When Facing Challenging Situations: Extending Previous Theories on Routines by Considering Theories on Self-Regulated and Collectively Regulated Learning. Journal of Educational Change. https://doi.org/10.1007/s10833-022-09459-1
• “Title Does Not Dictate Behavior”: Associations of Formal, Structural, and Behavioral Brokerage with School Staff Members’ Professional Well-Being
  Rechsteiner, B., Compagnoni, M., Maag Merki, K., & Wullschleger, A. (2022). “Title Does Not Dictate Behavior”: Associations of Formal, Structural, and Behavioral Brokerage with School Staff Members’ Professional Well-Being. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.885616